L‘expressió oral al nivel C1: conclusions

Josie Pont (EOI Drassanes), Karen MacKarty (EOI Cornellà), Rodrigo Alonso (EOI Viladecans), Marcel·lí Armengou (EOI Terrassa), Miguel Ángel Castillo Muñoz (EOI Manresa), Charo Colubí (EOI Vall d’Hebron), Clara Espelt (EOII Maresme), Sílvia Matz (EOI Sant Gervasi), Isabel Minguell (EOI Vall d’Hebron), Kim Parcerisas (EOI Osona), Cédric Sautour (EOI Cornellà), Sílvia Milian (EOI del Prat).

Integrants del grup de treball

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Objectius curs 2016-17

• Continuar millorant la nostra pràctica docent a l'aula pel que fa a l'expressió oral de l'alumnat.

• Proporcionar eines per fomentar l’ús de la llengua fora de l’aula, per tal de continuar estimulant el desenvolupament tant de l’autonomia de l’alumnat com del treball col·laboratiu

• Aconseguir que l’alumnat incorpori i utilitzi amb precisió un ventall de vocabulari i estructures gramaticals complexes pròpies de nivell C1

• Aconseguir que l’alumne incorpori i utilitzi diferent registres en el seu discurs de manera acurada.

• Preparar un dossier d’activitats imprescindibles que permetin a l’alumne millorar la seva fonètica (pronúncia, ritme i entonació)

• Implementar i avaluar les activitats d’aula proposades el curs anterior i proporcionar feedback

Estratègies curs 2016-17

• Reflexió sobre la nostra pràctica docent a l’aula (gestió de l’aula, aspectes de correcció, auto-estima de l’alumnat) i modificacions de la mateixa a partir del pilotatge de diferents activitats a l’aula.

• Recopilació de bibliografia i material existent sobre el tema

• Modificació, de les rubriques d’avaluació a partir dels resultats del pilotatge

Activitats de pilotaje 2016-17

• Pilotatge d’activitats d’aula per a la millora de l’expressió oral: debats de “Loose Women”, “The Guardian 5 minute debates”, “Dramatic monologues”, “Mock presentations”, “Mock debates”

• Pilotatge de rúbriques per avaluar tasques d’expressióoral (rubrica del professor, peer assessment, self-assessment): debats i presentacions

Avaluació pilotatge 2016-17

• Grau de satisfacció dels membres del grup de treball

• Grau de satisfacció dels alumnes amb les activitats proposades

• Valoració dels altres membres dels grups de treball de C1 (CO i EE)

• Grau de millora observat i quantificat pel que fa a l’expressió oral dels nostres alumnes.

1. Debats

• Activitat triada: “Loose Women: Silver splitters”• https://www.youtube.com/watch?v=JubVAHZA

euw• Tots els membres del grup pilotem la mateixa

activitat, amb les mateixes tasques i el mateix full d’avaluació, que mostrem a continuació:

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Els debats

• Importància d’activar vocabulari i expressions adequades per les diferents parts del debat

• Els alumnes tenen diferents rols en els debats de pràctica

• Observar com debaten altres persones: “Loose Women” i “The Guardian 5 minute debates”

• Treballar els transcripts de diferents debats per identificar i incorporar expressions

• Fer brainstorming dels pros and cons d’un tema de debat abans de practicar a classe

Rise In Divorce | Loose Women

Warm up

1) Work in pairs. Discuss the following question:

● What does the expression ‘silver splitters’ refer to?

Listening

You are going to watch a short video about the rise in divorce.

2) Watch the short video and check your guesses.

3) Listen and take notes. https://youtu.be/JubVAHZAeuw

4) Work in pairs. Explain what it is said about:

A. Getting married later

B. Immigration

C. Older couples

D. Financial independence

E. Choice

F. Breakup

G. Key of older marriages

5) At home make the transcript of the debate.

6) Work in groups. Check the transcript.

7) Work in groups. Analyze the transcript and complete the table:

Topic-related words & phrases Arguments used by the

speakers to support their

points

Language for debates

Speaking

8) Choose two of the topics below to talk about. Spend a few minutes preparing what you

want to say about each one. Then work in groups and share your ideas. ● Why divorce rates are rising

● How to have a long and happy relationship

● The pros and cons of having kids

Evaluation of the class activity based on “Loose Women” debates: “Silver splitter and

divorce”

Please, rate from 1 to 4 the following aspects:

1. The activity was useful

1 2 3 4

2. The activity has allowed you to identify the structure of the argumentation in the

“Loose Women” program

1 2 3 4

3. The activity has allowed you to structure your debates in class better

1 2 3 4

4. The activity has allowed you to identify vocabulary and new expressions to be used in

your debates

1 2 3 4

5. The activity has allowed you to incorporate and use new vocabulary and expressions in

your discourse

1 2 3 4

6. The activity has allowed you to identify the discourse strategies used by the

participants

1 2 3 4

7. The activity has allowed you to incorporate and use some of the discourse strategies

used by the participants in your debates

1 2 3 4

Thanks for your time!!!!

1. Debats: resum enquesta alumnes

2. Dramatic monologues

• Dramatic Monologues for Listening Comprehension, Volume 2 , CUP(Colin Mortimer)

• El professor exemplifica un dels monòlegs als alumnes i n’assigna un a cada un

• Els alumnes preparen el monòleg a casa, que posteriorment llegeixen a classe

• Importància dels aspectes suprasegmentals

• Els companys de classe han de respondre unes preguntes en grups de quatre basades en allò que han entès

RUBRIC TO EVALUATE THE ACTIVITY DRAMATIC MONOLOGUES

Please, rate from 1 to 4 the following aspects (1-weak, 4-strong):

1. The activity was useful

1 2 3 4

2. The activity has allowed you to identify the importance of pronunciation to convey

meaning

1 2 3 4

3. The activity has allowed you to identify the important elements in speech (word stress,

sentence stress, intonation, rhythm, thought groups, chunking)

1 2 3 4

4. The activity has allowed you to feel more confident in front of an audience.

1 2 3 4

5. The activity has allowed you to incorporate the key elements of good pronunciation in

your performance

1 2 3 4

6. Did you enjoy yourself doing this activity?

1 2 3 4

Comments:

2. Dramatic monologues: buidatge enquesta satisfacció

3. Mock presentations

• Els alumnes trien un tema per presentar i el preparen a casa seguint les recomanacions treballades a classe.

• Després de la presentació, els companys de classe avaluen la presentació realitzada. El professor fa el mateix

• L’alumne que ha presentat completa un qüestionari d’autoavaluació a casa.

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Presentacions: autoavaluació

GENERAL ASPECTS

1- What have you especially liked about your presentation?

2- What haven’t you liked at all?

3- How did you feel while you were giving your presentation?

4- What would you change if you could do it again?

INTERACTION

1- Did you make yourself understood? Do you think your classmates understood you?

How did you notice it?

2- Did you read during your presentation?

3- Do you think it was an original presentation?

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Presentacions: autoavaluació

PRONUNCIATION AND INTONATION

1- Did you try to imitate the accent and intonation of English?

2- Before giving the presentation, did you check the pronunciation of the most

important words? How did you check it?

3- Which sounds do you think you pronounced well?

4- Which sounds do you think you can improve?

VOCABULARY AND STRUCTURES

1- Have you used at least ONE sophisticated grammatical structure?

2- Have you used signposting and at least 5 words or expressions learnt during this year?

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Presentacions: peer assesment

� Was the presentation interesting? Lively? Clear? Was the pronunciation correct?

� Did the beginning have impact? Did you want to hear more?

� Was there a logical structure- a beginning, middle and end?

� Was it divided into sections? Did you hear any signposting language to tell you your partner was moving from one section to another?

� Was there a conclusion?

� In the Q&A were the questions answered with conviction?

� Can you briefly jot down the highlights and weakenesses of the presentation?

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Presentacions: rúbrica professorNONVERBAL

SKILLS

5 4 3 2 1

EYE CONTACT

Holds attention of

entire audience

with the use of

direct eye contact,

not looking at

notes at all.

Consistent use of

direct eye contact

with audience,

seldom looking at

notes.

Use of direct eye

contact, but still

returns to notes.

Displayed minimal

eye contact with

audience, while

reading mostly

from notes.

No eye contact

with audience, as

entire

presentation is

read from notes.

BODY LANGUAGE

Fluid movements

which help the

audience visualise.

Movements and

gestures that

enhance

articulation and

speech delivery.

Few movements

and descriptive

gestures, but still

they enhance the

speech delivery.

Very little

movement or

descriptive

gestures.

No movement or

descriptive

features.

POISE

Student displays

relaxed, self-

confident nature

about self, with no

mistakes.

Student looks

relaxed and self-

confident, and

makes only minor

mistakes.

Student makes a

few mistakes, but

quickly recovers

from them;

displays little or no

tension.

1. Displays mild

tension; has

trouble recovering

from mistakes.

2. Doesn’t make

mistakes, but it’s

basically because

she/he is reading

all the time.

Tension and

nervousness is

obvious; has

trouble

recovering from

mistakes.

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Presentacions: rúbrica professorVERBAL &

LANGUAGE

SKILLS

5 4 3 2 1

ENTHUSIASM Demonstrates a

strong, positive

feeling about the

topic during

entire

presentation.

Shows fairly

positive feelings

about the topic.

Occasionally

shows positive

feelings about the

topic.

Shows some

negativity about

the topic

presented.

Shows absolutely no

interest in the topic

presented.

ELOCUTION AND

PRONUNCIATION

Student uses a

clear voice and

correct, precise

pronunciation,

stress and

intonation.

Student’s voice is

clear. Student

pronounces most

words correctly

and the

intonation and

stress are fairly

accurate.

Student’s voice is

clear most of the

time. Some words

are pronounced

incorrectly and

the intonation is

not always

accurate.

Student’s voice is

low or

unintelligible.

Student

pronounces

words incorrectly

and some parts

are difficult to

follow.

Student mumbles,

incorrectly

pronounces terms,

it’s extremely

difficult to follow.

VOCABULARY

RANGE &

GRAMMATICAL

ACCURACY

Exceptional

resources, both

structural and

lexical. High level

of grammatical

accuracy.

Varied resources,

a few minor

mistakes.

Adequate but

limited resources.

Errors are

generalised

though they do

not impair

communication.

Very limited

resources and

many systematic

and non-

systematic errors

which impair

communication.

So poor there’s no

communication.

Many mistakes

which make it hard

to understand what

student is saying.

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Presentacions: rúbrica professor

OVERALL IMPRESSION 5 4 3 2 1

ORGANISATION The type of

presentation is

appropriate for the

topic, uses signposting,

is totally intelligible,

clear, coherent and

logically structured.

Length of presentation

within the assigned

time limits.

Corresponds mostly to

the task. In general,

intelligible, clear and

coherent, though

there are some

mistakes concerning

the structure and

cohesion of the

discourse.

Length of presentation

within the assigned

time limits.

Corresponds partially

to the task. It’s not

clear and intelligible

enough. Many

mistakes concerning

the structure and

cohesion of the

discourse.

Length of presentation

beyond or below the

assigned time limits.

Doesn’t correspond to

the task. It’s not clear,

coherent or fluent. It’s

difficult to follow

because of the errors

in the structure and

the lack of cohesion in

the discourse.

. Length of

presentation beyond

or below the. assigned

time limits.

Doesn’t correspond to the

task. It’s difficult to assess

the speaker because the

presentation totally lacks

coherence and it’s not

intelligible.

Length of presentation

beyond or below the

assigned time limits.

MASTERY OF THE

SUBJECT & CONTENT

Original spoken

presentation with

depth of commentary.

Able to answer

questions properly.

There was a theme or

take-home message to

the presentation.

Original and mostly

spoken presentation,

seldom reads. Answers

questions fairly

confidently.

Quite relevant

presentation.

Relevant presentation

with traits of

spontaneity, but

student hasn’t

rehearsed enough and

sometimes hesitates

and needs to read

notes.

Memorised

presentation.

Quite boring,

irrelevant content or

/and not entirely

original.

Student has memorised

her/his presentation or

has been reading most of

it.

Very boring.

Please, rate from 1 to 4 the following aspects (1-weak, 4 strong)

1. The activity and its preparation have allowed me to structure my presentation

1 2 3 4

2. The activity and its preparation have allowed me to use signposting language in

presentations

1 2 3 4

3. Peer assessment has allowed me to learn and incorporate new elements for my

presentation

1 2 3 4

4. The feedback provided by my peers has been useful

1 2 3 4

4. The feedback provided by the teacher has been useful

1 2 3 4

5. The activity and its preparation have allowed me to improve my pronunciation

1 2 3 4

6. The activity and its preparation have allowed me to increase my confidence in front of an

audience

1 2 3 4

7. The activity and its preparation have allowed me to improve my rhythm, intonation and

stress.

1 2 3 4

8. The activity and its preparation have allowed me to improve my presentation skills

1 2 3 4

9. The activity and its preparation have allowed me to improve my fluency

1 2 3 4

Comments:

Pilotatge: enquesta “mock presentations”

Grau de millora observat

• A fi de poder quantificar el grau de millora observat, avaluem els mock debates i els mock presentations internament amb una còpia de la graella que fem servir a l’examen final.

• El diferencial entre el mock exam i l’examen final oscil·la entre 0 i 2 punts de mitjana

Conclusions

• Totes les activitats prèvies de pràctica de l’expressió oral, i la seva posada en escena en els mock presentations i mock debates han acabat tenint una incidència en el grau d’èxit dels nostres alumnes

• Aquestes activitats prèvies tenien com a objectiu la presa de consciència de la importància dels diferents aspectes relacionats amb l’expressió oral

• Us animem a continuar ampliant el banc d’activitats iniciat.

Gracias por vuestra atención